Content Standards and Benchmarks:

I,1,3: Study and employ mathematical models of patterns to make inferences, predictions and decisions. 

          I,2,2: Develop a  mathematical concept of function and recognize that functions display characteristic patterns of change (e.g., linear, quadratic, exponential).

          I,2,6: Increase their use of functions and mathematical models to solve problems in context.

Objective:

After beginning Lesson 4 Investigation 1 the class will be able to complete Investigation 1 and will delve into Investigation 2 of lesson 4.

Anticipatory Set:

Ø        “Extra Credit for going to the Alma College Women’s basketball game @ 7:30pm. Just show your Ithaca ID”

Ø     Warm-up: “Please get out investigation 1 of lesson 4.  We will be completing the check point on page 68 together.”

Investigation

Students will complete investigation 1 of lesson 4 and begin lesson 4 investigation 2 today.  I will guide them to a deeper understanding of how to model scenarios mathematically by giving multiple representations of how to set up inequalities using numbers and variables and also how to model these representations algebraically by asking carefully designed questions.

Guided Practice:

Students will work through the next few problems in the text as I circulate and guide them through the problems. 

Independent practice:

           Students will be assigned the Ex. Set 3 #2 and #3

Closure:

Ø     Discuss with the class how to shade in the feasible and implausible areas of the graph.

Ø     Do a couple examples of constructing and shading algebraic models